MANUAL TRAINING REPRINTS 

SERIES A NUMBER 2 



COPING SAW WORK 



BY 



BEN W. JOHNSON 



THE MANUAL ARTS PRESS 

PEORIA, ILLINOIS 



LIBRARY OF CONGRESS, 

COPYRIGHT OFFICE. 

No registration i^i^me of this book 
as a preliminary to copyright protec- 



tion has been found. 

Forwarded to Order Division 



FEB 17 1910 



(Date) 



(Apr. 5, 1901—5,000.) 



>^.2> 



MANUAL TRAINING REPRINTS 

Edited by Charles A. Bennett, 
Professor of Manual Arts, Bradley Polytechnic Institute, Peoria, Illinois 

Series A Number 2 



COPING SAW WORK 

By 

Ben W. Johnson 

Supervisor of Manual Training, Seattle, Washington 




THE MANUAL ARTS PRESS 

PEORIA, ILLINOIS 



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Copyright 

b. \v. johson 

190S 

The Manual Arts Press 

1901 



{Received frof«L 

Vpyrijvht Offtcat 
FEB IB IJjlt 



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n A 
SEP 27 1909 



MANUAL TRAINING REPRINTS. 

The persistent demand for certain numbers of the Manual Train- 
ing Magazine has led to the conclusion that some of the articles in these 
numbers ought to be reprinted. Moreover, it is believed that from time 
to time in the future the Magazine will publish articles which owing to 
their special value ought to be reprinted soon after they appear in the 
Magazine. 

To supply this evident need the Manual Training Reprints have 
been planned and will be issued at irregular intervals as the demand may 
warrant. 

The Reprints will be arranged in two series, as follows: 

Series A. Illustrated articles of special practical value for class use. 

Series B. Discussions having special permanent value, or such as 
supply needed data to students preparing to become teachers. 

Those already published are the following: 

SERIES A. 
No. 1. The Construction and Flying of Kites. By Charl-^s M. 
Miller. 

No. 2. Coping Saw Work. By Ben W. Johnson. 



INTRODUCTION. 

MANY a teacher can recall his boyhood enthusiasm in getting a 
subscriber to the Youth's Companion in order to secure the 
prize of a bracket-saw and collection of designs. He can also 
recall the busy, happy hours spent with that saw, how he mastered one 
difficulty after another until finally he could saw out the parts of an 
intricate pattern and fasten them together neatly and securely. As these 
early experiences are brought to mind he is likely to ask himself this 
question: "If the use of the bracket-saw stimulated so much ellEort in 
me and was the means of so much good training, why should not this 
tool be utilized in our manual training classes at the present time?" 
Many attempts have been made to answer this question by showing 
schemes of work involving a saw of this general type, whether called 
bracket-saw, fret-saw, or coping-saw, but no one has presented so con- 
vincing an answer as B. W. Johnson in his "Coping Saw Work." 
Other schemes have been suited to special schools, working under favor- 
able conditions, but Mr. Johnson's has been adapted to the public schools 
of a large city and developed in the spirit of modern pedagog}^ 

In the introductory part of his article, Mr. Johnson refers to the 
iiva Rohde System. In February, 1891, Miss Rohde of Gothenburg, 
Sweden, wrote a brief chapter on her "Model Series" which was pub- 
lished the following year by the American Book Co. in "The Sloyd 
System of Woodworking," by B. B. Hoffman. This series was an at- 
tempt to bring the benefits of sloyd down to children from five to eight 
_vears of age. . The course consisted of small toy representations of 
household articles, a leaf form, a fish, and the acrobat model. Twa 
years later, 1893, full-size drawings of her revised series, involving 
many animal forms — some of them with joints, as the pig, horse, boy, 
soldier, and sawyer — with text in Swedish and English, were published 
in Gothenburg, and the same year a photograph of the models was pub- 
lished by the State of Massachusetts in the report of the Commission 
appointed to investigate existing systems of manual training and indus- 
trial education. In this same report was published a sixth-grade course 
by Frank M. Leavitt, which involved "flat work" in which a bracket- 
saw was freely used. At this time an experimental course involving 



MANUAL TRAINING REPRINTS. 

the bracket-saw was being developed at Teachers College, New York 
Cit)'. The two latter courses were confined to geometric forms. The 
same was largely true of the fret-saw work in the "Berlin Course of 
Easy Woodwork," translated and published in London by O. Newman 
& Sons in 1895, tho in this course a strong appeal was made to the 
constructive interests by bringing into the series of models a wagon, a 
cart, sand mill, bird house, steps, sled, windmill, bow-gun and even the 
acrobat. At Pratt Institute Frank H. Pierce has developed a scheme 
of work giving emphasis to problems with freehand outlines similar to 
some of the animal forms found in the Eva Rohde System. And now 
comes Mr. Johnson's scheme, which demonstrates that he, more than 
any of the rest of us, has caught the play spirit — the child's point of 
view, in this work. He has given us models which are full of fun for 
the children, afiford ample means for training in form study, construc- 
tion, invention, and careful work. Moreover, his course involves so 
many mechanical principles that he might with considerable propriety 
entitle his article "Applied Mechanics for the Fourth Grade." 

— The Editor. 




COPING SAW WORK. 



SOME three years ago the need arose in the fourth grade for a 
more vigorous and adaptable form of handwork than the use of 
raflfia. As the children of this grade based much of their work 
upon local geography, history, and the development of native industries, 
of which lumbering is chief, the use of thin wood with simple tools was 
suggested. 

We had seen children of this age use a coping saw successfully in 
Miss Langley's classes at the School of Education, Chicago University, 
and in Mr. W. J. Standley's work in the Y. M. C. A. day classes, at 
Portland, Oregon. Our problem was to devise a suitable equipment 
for the regular teacher to use with forty-eight children in the ordinary 
classroom, and a course of work, teachable in her inexperienced hands, 
of real merit, educationally, in the development of the child. After 
experimenting a term or two in different schools, the following equip- 
ment and course was devised. The unusual interest and delight of the 
children in this work, together with the success of the teacher in pre- 
senting it, led to its adoption for all the fourth-grade rooms in the 
citv, about fifty in number. 



MANUAL TRAINING REPRINTS. 

There Is much similarity in this work to that of the Eva Rohde 
System, taught in the Praktiska Arbetsskola in Gothenburg as early as 
1891. The use of a fret or coping saw for most of the cutting, the use 
of a pattern or template laid on the thin wood by the child and marked 
around, and the use of toys for models are points in common. The 




CHEST FOR HOLDING EQUIPMENT. 



course followed here, however, requires many less tools, is used in an or- 
dinary school room of forty-eight pupils and not in a specially equipped 
shop with only fifteen or twenty pupils, as in Gothenburg, also less con- 
sideration is given to the sequence of model and tools and for mechan 
ical and geometrical accuracy. 

The equipment consists of 48 coping saws, 48 saw tables, 48 iron 
plamps, 2", to hold the table on the desk, 12 small tack hammers, 12 
half-round cabinet files, 12 eagle compasses. No. 576, 12 sloyd knives, 
6 Stanley try-squares, 43/1", 6 brad awls, iV", and 1 pair of Bernaid's 
cutting pliers. For supplies the following is required: Wire brads 
^" and Yi" No. 20, liquid glue, Yz pint, soft iron wire No. 16, sand 
paper No. 1, cottonwood boards, i/^"x6"xl2". Cottonwood is used 
because the cheapest available wood for this purpose. Bass and yellow 
poplar would be better, having less stringy fiber. 



COPING SAjr JVORK. 




MANUAL TRAINING REPRINTS. 

I'his equipment is kept in a chest 133^" x 18" x 30", that rolls 
easily on casters. The saws and clamps are kept in 6 tray-like boxes, 
and these with the saw tables can be distributed by the six monitors in 
less than two minutes and the whole room be at work in les^ than live 
minutes. The cost of the outfit complete is about $35. 

One period of sixty minutes per week is given for this w )rk. The 
children ask for more time and many of them buy their own saws with 
a dozen blades for twenty-five cents at any hardware store, and make 
many interesting forms at home, using material taken fron: empty 
cigar, fruit and grocery boxes picked up at the corner grocer}-. Home 
work of this sort is encouraged by having such work exhibited for the 
other pupils to see and comment upon. 

The course followed is shown in the diagram. The purpose of 
the work here, as in all other grades and forms of handwork, is to give 
educational direction to the child's natural constructive tendencies by 
using forms that are of interest to the pupil, and taken from his play, 
home, school and the industrial life about him. 

The effort is made to have the forms chosen come to the pupil as 
problems in construction to be solved by him, and in the solution of 
which he will acquire skill, the power to create, and a growing appre- 
ciation of the constructive work in the world about him. The skillful 
teacher will relate this work to the other school subjects whenever prac- 
ticable and teach the elements of good form and proportion, the need 
of drawing, the written language of form, the value of number in accu- 
rate application, and develop an awakening interest in the industries 
that are founded on these materials and processes. In fact, this last 
may easily be the leading avenue of approach in placing this subject in 
the curriculum. 

Referring to the diagram the first column indicates in outline what 
we are to teach. The tools and some skill in their use and a knowledge 
of the limitations of the material are pre-requisite to any individual 
power of expression or creation. For the sake of analysis, the tools and 
the processes are grouped, and the sequence largely based on the idea 
of construction rather than on tool dexterity. The tools are few and are 
quickly mastered, but the possibilities in form and combinations of parts 
keeps the child mentally alert to solve the mechanical problems that 
come to him. As we have to deal with classes, and the same knowledge 
about the tools and the correct processes is necessary to every child, the 

10 



COPING SAJl^ WORK. 




11 



MANUAL TRAINING REPRINTS. 



COPING SAW WORK.— Seattle Public Schools. 



O 



The Tools, their care. 
Saw, why it cuts, etc. 
Pencil, Ruler, Patterns. 
Laying out work, econo- 
my of material, grain of 
wood, its strength. File. 
Sandpaper — kinds to use 
on a block. 
Try-square, Knife, 

Hammer — how to use. 



II, 



TO TEACH 



Construction . " Putting to 
gether." Awl — its use. 
Brads — sizes. Glue — 
what it is, why it holds. 



CLASS EXERCISE 



1. Saw out animal forms. 
Bears. (Have pupils 
understand what they 
make.) 



PROBLEMS SUGGESTEll 



4. Stand. 

(Keep corners square.) 



6. Balanciny Horse. 
(Why he balances 
Physical law — explain 
ships, icebergs, circus 
rider, etc.) 



2 and 3. (The pupil to select any two 
to make.) 

Cougar. 
Rabbit. 
Squirrel. 
Donkey. 



5. Make different kinds to suit animah 
vise a new support. 



7. Horse and Cart. 7a. Optionals: Four- 

(Class direction in wheeled Cart, 

making wagon. ) 



III 



Construction. Movable; 8. Feeding Chickens. i 9. Woodchoppers, or 
parts — mechanical mo- | Wrestlers, 

tions. 



(Egg crates, fruit a 
Encourage hor 



IV. 



10. "Dinkey Bird." 



Construction. Accurate 11. Pencil Sharpener. 



adjustment. 



(Require accurate 

drawing and measure- 
ments.) 



10a. Optionals: Ath- 
lete. 
(Figures may be painted with wat er colors. 



13. Toy Furniture. Bench. 
Tables, Chairs, Cra- 
dles, etc. 



12. Calendar or Mi 
Strike. 



(For design, consider with the class the 
Different pieces may be made by < 



Note: Other problems may be added by teacher or pupil if suitable to the 
group. The pupil should always progress in his choosing. 



12 



COPING SAJV WORK. 



COPING SAW WORK.— Seattle Public Schools. 



APPLICATION IN CONSTRUCTIVE PROBLEMS 



INDIVIDUAL SELECTION 


MATERIALS 


DRAWING REQUIRED 


SCHOOL j INDUSTRY 


Cottonwood. 

Kind of tree, its use. 

Leaf and branch, may be 

drawn. 
Sandpaper. 




ng from home pattern 

uzzle Maps or Pic- 
tures. 


s or pictures of others 


show just how to place 
the pattern on wood. 


e using scraps of wood. See who can de- 


Cottonwood. 
Where does it grow. 


Large drawing —pupils to 
copy by dictation on pa- 
per, then on the board. 




6a. Pulley*. Weather- 
vanes (optional). 


Cottonwood. 
Brads, }i" No. 20. 
Iron Wire, No. 16. 
Small stone. 


Large drawing to show 
the "lay out." 
Patterns used. 




Wind-wheels. 
Conveyor. 
Light House. 


Cottonwood. 
Brass Tacks. 


Large drawing of cart. 
Pupils work from it by 
directions. Show how to 
"lay out." 


ar boxes make good material for home work, 
rk.) 


Cottonwood or Cigar Box 
Wood (red cedar.) 


Large drawing of sup- 
ports. Patterns for fig- 
ures. 


Scales. 


Cottonwood. 


Large drawing of parts — 
patterns as indicated. 






Cottonwood or Cedar or 
Spruce. 


Large drawing. Pupils 
copy. 


rtions of real furniture and reduce in size. 
nt children.) 


Cottonwood or Cedar or 
Spruce. 


Large drawing. Pupils 
copy. 



13 



MANUAL TRAINING REPRINTS. 

means (given in the next column) used to conve}' this knowledge is a 
class model which all the children make under the careful supervision 
of the teacher to see that every child is forming the right habit in the 
use of the tools, and understands what he is doing and why he does it. 

The next step and a very important one, and the basis, I believe, 
of any successful method of education, is to give the child an opportunity 
to work out individually his newly acquired ideas in a field of choice 
as free as conditions will permit. He now faces a new situation. He 
must determine how to meet it. It is this repeated experience in the 
course that will aid in developing his power of initiative, and begin to 
form a habit of successful attack. Such a habit may even have a moral 
significance in the other experiences of life, though seemingly not re- 
lated to this one technical experience. 

To accomplish this, problems for individual selection are given as 
shown in the diagram. To aid the teacher and pupil, these problems 
are divided or grouped according to their dominant interest as well as 
according to their mechanical and technical difficult}^ No attempt is 
made to "split hairs" in this analysis, but such problems are selected as 
will emphasize what the child should know and also tax his ability in 
applying it as far as he has been taught in the process. That we may 
not forget the child, the four dominant interests — play, home, school and 
industry interests, that actuate us all in anything we do, are given and 
the problems arranged under each according to which one it seems to 
serve best. Naturally in the fourth grade the play interest is dominant. 
But we must see to it that the others are not forgotten for the sake of 
the man and woman of tomorrow. 

The remaining two columns, as indicated, help the teacher in the 
choice of material and its use, and to know what drawing should be 
presented and executed. 

These problems for individual selection may be changed, or others 
added or substituted by both teacher and pupil, provided they are suit- 
able to the group in which they are placed. Thus the teacher is free 
to make the course meet local conditions and carry out her own initia- 
tive, untrammeled by a series of set models. Her only limitations are 
those imposed by her lack of skill, the requirements of the material and 
the best accepted processes used to embody the idea in that material. 

This plan also permits the bright pupil to work to full capacity 
unchecked by the dullest pupil and gives the slow pupil as much oppor- 

14 



COPING SAW JVORK. 




15 



MANUAL TRAINING REPRINTS. 



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tunity as he can use; for as soon as the pupil finishes the class piece he 
goes to work at once upon the problem of his choice. If he is bright 
and capable, wise advice will lead him to select a problem well worth 
his ability. In fact, he may make several pieces before the class as a 
whole is ready to take up the next step together in the next class exer- 
cise. 

The sequence followed is indicated by the figures. This sequence 
is not one of technique solely, but of a constructive idea that passes 
from simple forms to more complicated expressions, and the process 
is a means to this end. 



16 



COPING SAW WORK. 




The writer fully appreciates the difficulties of this plan of pre- 
senting many models that may be made compared with giving a sequence 
of eight, ten or twelve models to be carefully followed. The limits of 
this paper do not permit of further detail concerning the way the point 
of view and methods of work are given to the teachers. The few of 
the teachers who do not for one reason or another get hold of this plan 
do no worse than under the old formal lock-step method, and many 
who do not succeed with it are able to accomplish much more than for- 



17 



MANUAL TRAINING REPRINTS. 



Conveyor 



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merly, both in the amount and qualit}' of the work, as well as in devel- 
oping a greater interest and power on the part of the pupil. 

This diagram course is the "chart" for the teacher "to steer by." 
The necessary direction for making these models is given by means of 
hectograph sketches, some of which are here illustrated, and by monthly 
meetings with the teachers. 

The amount of interest a child may take in any activity is not al- 



18 



COPING SAIV JrORK. 



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ways a sure indication of its success, as an educational means. But 
interest is the ke}^ that unlocks the world, and the line of greatest effort 
is that of deeper interest. The touchstone of life comes when the self- 
conscious mind perceives that interest awakened in one line, in the last 
analysis, touches all others, and that we may interest ourselves in any 
good thing we wish to. 

That the children, girls and boys alike, are interested one or two 



19 



MANUAL TRAINING REPRINTS. 



The 7)/^^ eyJ^/r^^ 







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arrd ra/Y: l^is// n'/Z'/ /[ *-i 

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instances will illustrate: In the mid-year a room lost its regular teacher 
and a substitute took her place for the balance of the term. The cop- 
ing saw lesson came a day or so later, before she could find out what 
and how to carry on the work of her predecessor, so she frankly told 
the children they would omit the lesson for that week. They protested, 
assuring her they could manage it all right and show her what to do. 
She was wise and anxious to learn from any source, so the hour went' 
off with everyone very busy — profitable to all concerned. 



20 



COPING SAir Jl'ORK. 

In another school meritorious conduct and attendance is rewarded 
by stars conspicuously placed, and when thirteen unbroken spots are 
covered they get a half holiday Friday. It happened the particular Fri- 
day was particular in other ways, and they would miss their coping saw 
hour, so they voted to spend the holiday in school sawing wood. 

The soul-satisfying cry, "it works," the cry that opens the way to 
still greater accomplishment, startled a principal in her office, the other 
morning, as a small boy rushed in, face and eyes shining and held to- 
wards her his "athlete" that would "perform" as he had made it to do. 
There is great value in some of our school work having a standard of 
excellence that even a small boy can appreciate. 

In conclusion the writer claims no originality for this work other 
than its adaptation to this situation. Most of the models used and the 
methods of the course and its analysis are the result of observations 
made of what others have done along similar lines. It is not the end, 
but only the beginning. 




21 



Books on the Manual Arts 



Beginning Woodwork. At Home and in School. By CLINTON 
SHELDON VAN DLUSEN; illustrated by Edwin Victor Lawrence. 

A full and clear description in detail of the fundamental processes of elementary bcncliwork 
in wood. This description is eiven tliroueh directions for making a few simple, useful articles 
suitable either for school or home problems. Even without a teacher a bright boy, by following 
this book faithfully, may acquire considerable skill. It is a safe guide for farmers' boys as well as 
for city boys, and is especially well suited for use in rural and village schools in which the teacher 
has had but little experience in the use of woodworking tools. The book is illustrated by more 
than one hundred figures, including ten plates ( f working drawings. Each of these figures is an 
original drawing made expressly for this book. Price, $1.00. 

Essentials of Woodworking. By ira s. Griffith; illustrated 

with numerous pen drawings by Edwin V. Lawrence. 

This is a comprehetisiye textbook on woodworking tools, materials and processes, to supplement, 
but not to take the place of, the instruction given by the teacher. The book contains three parts: 
I — Tools and elementary processes, including laying-out tools and their use, saws, planes and 
their use, boring tools, chisels, grinding and whetting, form work, laying out duplicate parts, 
scraping, sandpapering, and fastening parts. H — Simple joinery, including directions for making 
the common joints, elementary cabinet work involving drawer construction, paneling, rabbeting, 
and door construction. HI — Wood and wood-finishing, including a great amount of information 
that should be given to a student along with his work in wood. The book does not contain a course 
of models. It may be used with any course. Price, $1.00. 

Problems in Woodworking. By m. w. Murray. 

A convenient collection of good problems ready to place in the hands of the pupils. It consists of 
forty plates bound in heavy paper covers with brass fasteners. Each plate is a working drawing, or 
problem in bench work that has been successfully worked out by boys in one of the grades from 
seven to nine inclusive. Many of the problems can be worked out in various ways according to 
the individual ability, interest and taste of the pupil. Price, 75 cents. Board covers, 20 cents extra. 

Problems in Furniture Making. By fred d. crawshaw. 

This book consists of 32 plates of working drawings suitable for use in grammar and high schools 
and 24 pages of text, including chapters on design, construction and finis^ and notes on the 
problems. Price, in heavy paper covers, $1.00. Board covers, 20 cents extra 

Problems in Mechanical Drawing. By charles a. Ben- 
nett. With drawinjis made by Fred D. Crawshaw. 

This book consists of 80 plates and a few explanatory notes, and is bound in heavy paper covers 
with brass fasteners. Its purpose is to furnish teachers of classes beginning mechanical drawing 
with a large number of simple, practical prpblems. These have been selected with reference to the 
formation of good habits in technique, the interest of the pupils, and the subjects usually included 
in a grammar and first-year high school course. The book covers simple projection — straight 
lines and circles, problems involving tangents, planes .of projection, revolution of solids, develop- 
ments, intersections, isometric projection, lettering and working drawings. Each problem given 
is unsolved and therefore in proper form to hand to the pupil for solution. Price, $1.00. Board 
covers, 20 cents extra. 



22 



Books on the Manual Arts 



Woodwork for Schools on Scientific Lines. By james 

THOMAS BAILY and S. POLLITT. 

This is the American edilion of an English book containing many problems designed to cor- 
relate mathematics and physical science with manual training. Price, 75 cents. 

Clay Work. By katherine morris lester. 

This book covers the whole range of clay work for the elementary school — technique of clay 
modeling, study of plant forms, human figure, story illustration, simple architectural ornament, the 
making of tiles and ornamental pottery. Price, $1.00. 

Classroom Practice in Design. By james parton haney. 

A concise, up-to-date, richly illustrated booklet on the teaching of applied design. Very sug- 
gestive. Price, 50 cents. 

The Wash Method of Handling Water Colour. By frank 

FORREST FREDERICK. 

'This little book is a helpful guide and affords a stimulus to the use of water-color as practiced 
by the earlier painters, whose beautiful work is unexcelled." Price, 50 cents. 

Manual Training Magazine, 

.An illustrated, bi-monthly publication devoted lo the interests of the Manual Arts in Education. 
.Subscription price, $1.50 a year: single copies, 35 cents. In foreign countries, including Canada, 
$1.75 a vear; single copies, 40 cents. 



The Manual Arts Press 

Peoria, Illinois 



23 



